Prof. Catherine Alexandra McBRIDE-CHANG
Professor
Ph.D., Southern California

Professor Catherine McBride-Chang received her Ph.D. in 1994 from the University of Southern California . She has published on a variety of topics in developmental psychology, including parenting, child abuse, peer relations, creativity, and reading development and impairment. The author of approximately eighty peer-reviewed journal articles, she has also edited one book (2003, Praeger) entitled Reading Development in Chinese Children (with Professor H.-C. Chen) and written one book entitled Children’s Literacy Development (2004, Oxford University Press). Catherine McBride-Chang is an Associate Editor of Developmental Psychology and currently serves on the editorial boards of six additional journals; these are the Journal of Experimental Child Psychology, the Scientific Studies of Reading, Annals of Dyslexia, Reading Research Quarterly, the Journal of Educational Psychology, and Psychological Science. She is also a Fellow of the Association for Psychological Science and serves on the Board of the Scientific Studies of Reading as its International Coordinator.

Research Interests

Cognitive and social development, especially reading and vocabulary development and impairment in children and approaches to parenting.

Representative Publications

• McBride-Chang, C., Chow, B. W.-Y., Zhong, Y.-P., Burgess, S., & Hayward, W. (2005). Chinese character acquisition and visual skills in two Chinese scripts. Reading and Writing: An Interdisciplinary Journal, 18, 99-128.

• McBride-Chang, C., Cho, J.-R., Liu, H., Wagner, R. K., Shu, H., Zhou, A., Cheuk, C. S.-M., & Muse, A. (2005). Changing models across cultures: Associations of phonological and morphological awareness to reading in Beijing, Hong Kong, Korea, and America. Journal of Experimental Child Psychology, 92, 140-160.

• Shu, H., McBride-Chang, C., Wu, H., & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98, 122-133.

• Lee, M. T.-Y., Wong, B., Chow, B. W.-Y., & McBride-Chang, C. (2006). Predictors of suicide ideation and depression in Hong Kong adolescents: Perceptions of academic and family climates. Suicide and Life-Threatening Behavior, 36, 82-96.

• Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 41 countries. Scientific Studies of Reading, 10, 331-362.

• Cheung, C. S., & McBride-Chang, C. (in press). Perceived maternal parenting style, practices, and learning motivation: Explaining perceived and actual academic competence in Chinese children. Merrill-Palmer Quarterly.

• Cho, J-R., McBride-Chang, C., & Part, S.-G. (in press). Phonological Awareness and Morphological Awareness: Differential
  Associations to Regular and Irregular Word Recognition in Early Korean Hangul Readers. Reading and Writing.

• Cheung, S. K., Ip, H. M., Chang, L., & McBride-Chang, C. (in press). Associations of parenting styles of Filipina domestic helpers and mothers with Hong Kong kindergarten children's social competence. Early Education and Development.

• Rispens, J., McBride-Chang, C., & Reitsma, P. (in press). Morphological awareness and early and advanced reading and spelling in Dutch: A cross-sectional study. Reading and Writing.
  

Books

• McBride-Chang, C. & Chen, H.C. (2003). Reading Development in Chinese Children. Westport, CT: Praeger Publishing.
  
  
• McBride-Chang, C. (2004). Children's Literacy Development (Texts in Developmental Psychology Series). London: Edward Arnold/Oxford Press.
  
  

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Courses

Current Academic Year

• PSY3450 Problem Solving
• PSY3540 Psychology of Adolescence & Adulthood